How Negative Emotions Impact Performance and Metacognitive Processes Use During Learning With Intelligent Tutoring Systems

• In Event: 31.029 - Advances in Personalized Learning and Intelligent Tutoring Systems

Abstract

Self-regulation and emotion regulation have been studied as separate constructs which impact students during learning with intelligent tutoring systems (ITSs). We investigated the relationship between undergraduates’ (n = 103) accuracy of metacognitive processes, self-reported emotions and emotion regulation strategy use as they interacted with MetaTutor, an ITS designed to teach students about the circulatory system. Results showed students who reported experiencing less negative emotions reported using adaptive emotion regulation strategies, had higher proportional learning gains, and were more accurate in their use of metacognitive processes. Our results emphasize the need to better understand how real-time emotion regulation strategies relate to SRL processes during learning with ITSs and can be used to enhance learning outcomes by encouraging effective emotion regulation strategies.

Authors

• Megan Price, University of Central Florida

• Michelle Taub, University of Central Florida

• Elizabeth Brooke Cloude, University of Central Florida

• Roger Azevedo, University of Central Florida